Female Pupils Research Articles

Effectiveness of learning by Gilberts' Prosody Pyramid in developing some listening comprehension among primary fifth grade female pupils

effectiveness of learning by Gilberts' Prosody Pyramid in developing some listening comprehension among primary fifth grade female pupils

Identifying Young Learners’ Language Learning Strategies in Learning English Vocabulary

Many theories share the proposition that humans can be categorized according to their learning style and learning strategies. The varieties of learning strategies preference increase the difficulty for an educator to teach an English Second Language Learning (ESL) classroom. Vocabulary is the most important and fundamental aspect of learning a second language. Past studies have shown numerous vocabulary learning strategies (VLS) being investigated on secondary and tertiary level but limited in primary level, as well as taking gender preference into account. Therefore, this study aims to identify the most used language strategies in vocabulary learning and explore the gender differences in the preference of vocab learning strategies among Year 5 pupils in an urban primary school in Malaysia. With the reference of six language learning strategies (LLS) classified by Oxford, a quantitative investigation was conducted using four-point-Likert-scale questionnaires adopted from Perceptual Learning-Style Preference Questionnaire on 40 respondents selected through a purposive sampling. Descriptive statistics is used to analyse the data by calculating the mean. Findings showed that metacognitive is the most used VLS among primary pupils in general and there is an obvious difference in preferences between two genders. Female pupils basically apply more strategies than male pupils and they favour social strategies. Educators should take the preferences of VLS between genders into account when it comes to designing differentiated learning approaches to enhance vocabulary learning in an ESL classroom.

A Clinical Approach to the Assessment of Selected Three-Year-Old Pupils’ Renditions

Sound perception is pivotal to language acquisition and usage, and it is the bedrock for the display of linguistic knowledge in every individual. However, misperception of sounds and sound production anomalies can be language-based or cognitive oriented. The aim of this study was to assess the utterances of selected three-year-old pupils from a clinical perspective. The study basically adopts a survey research approach. Using the purposive sampling technique and the participatory observation method, twenty utterances of kindergarten pupils were recorded, transcribed and analysed both perceptually and acoustically. This study adapted a blend of the clinical phonological and clinical psycholinguistic approaches for the analysis of the selected pupils’ utterances. The results of the assessment were that even though speech disturbance characterise the language of the pupils, gender difference plays a role in cognitive and linguistic development. The female pupils are found to be less deficient than their male counterparts as their word-realisations are more appropriate and correspond more with the superstrate transcriptions. Also, in spite of the differences in the cognitive abilities of the pupils, they unconsciously adopt simplification procedures to cover up their speech deficiencies. It has been recommended that teachers have a key role to play to facilitate learning by both genders of learners in the classroom by varying their teaching methods and selecting instructional materials carefully.

A Clinical Approach to the Assessment of Selected Three-Year-Old Pupils’ Renditions

Sound perception is pivotal to language acquisition and usage, and it is the bedrock for the display of linguistic knowledge in every individual. However, misperception of sounds and sound production anomalies can be language-based or cognitive oriented. The aim of this study was to assess the utterances of selected three-year-old pupils from a clinical perspective. The study basically adopts a survey research approach. Using the purposive sampling technique and the participatory observation method, twenty utterances of kindergarten pupils were recorded, transcribed and analysed both perceptually and acoustically. This study adapted a blend of the clinical phonological and clinical psycholinguistic approaches for the analysis of the selected pupils’ utterances. The results of the assessment were that even though speech disturbance characterise the language of the pupils, gender difference plays a role in cognitive and linguistic development. The female pupils are found to be less deficient than their male counterparts as their word-realisations are more appropriate and correspond more with the superstrate transcriptions. Also, in spite of the differences in the cognitive abilities of the pupils, they unconsciously adopt simplification procedures to cover up their speech deficiencies. It has been recommended that teachers have a key role to play to facilitate learning by both genders of learners in the classroom by varying their teaching methods and selecting instructional materials carefully.

أثر استخدام نموذج فراير في تدريس العلوم على تنمية التفکير الابتکاري واکتساب المفاهيم العلمية لدى تلميذات الصف الخامس الابتدائي بمدينة الطائف

هدفت الدراسة إلى معرفة أثر استخدام نموذج فراير في تدريس العلوم على تنمية التفکير الابتکاري لدى تلميذات الصف الخامس الابتدائي بمدينة الطائف. وتحقيقا لهدف الدراسة استخدمت الباحثة منهجا شبه تجريبي على عينة عشوائية بسيطة من مجتمع البحث الذي شمل تلميذات الصف الخامس الابتدائي بمدرسة الابتدائية الحادية والعشرين، بمدينة الطائف، وقد بلغ عدد تلميذات العينة (104) تلميذات، مقسمة على النحو التالي: (52) تلميذة في المجموعة الضابطة، و(52) تلميذة في المجموعة التجريبية، ودرست المجموعة الضابطة بالطريقة المعتادة، ودرست المجموعة التجريبية بنموذج فراير، واستخدمت الباحثة اختبار التفکير الابتکاري من إعداد: د. فرانک ويليامز، ترجمة وتقنين: د. أحمد قنديل. وتم تطبيق هذا الاختبار تطبيقا (قبليا، وبعديا)، بعد التأکد من صدقه وحساب ثباته. ولاختبار صحة الفروض عولجت البيانات باستخدام اختبار (ت) لمجموعتين مستقلتين، ومعادلة حساب حجم التأثير، وتوصلت نتائج البحث إلى وجود فروق بين متوسطات درجات المجموعتين التجريبية والضابطة في القياس البعدي لاختبار التفکير الابتکاري عند مهارات: الطلاقة، والمرونة، والأصالة، والعنوان اللفظي، والدرجة الکلية لصالح المجموعة التجريبية بينما کانت مهارة التحسين غير دالة، وکان حجم تأثير نموذج فراير في تنمية التفکير الابتکاري يتراوح بين صغير وکبير. The study aimed to find out effect of using the Fryer model, in teaching science, on the development of innovative thinking among fifth-grade primary students in Taif. In order to achieve the aim of the study, the researcher used a quasi-experimental approach, on a simple random sample, from the research community, which included female pupils in the fifth grade of primary school, in the twenty-first primary school, in Taif city, and the number of female students in the sample reached (104) pupils, divided as follows: ( 52) a student in the control group, and (52) a student in the experimental group. She studied the control group in the usual way, and the experimental group studied using the Fryer model, and the researcher used the innovative thinking test prepared by: Dr. Frank Williams, translation and legalization: Dr. Ahmed Qandil. This test was applied in application (before and after), after confirming its validity and calculating its consistency. To test the validity of the hypotheses, the data were processed using a test (T) for two independent groups, and the equation for calculating the size of the effect, and the results of the research found that there were differences between the mean scores of the experimental and control groups, in the post-measurement, to test innovative thinking, when skills: fluency, flexibility, and originality. And the verbal title, and the overall score in favor of the experimental group, while the skill of improvement was not significant, and the size of the effect of Fryer on the development of innovative thinking ranged from small to large.

Gender Imbalance in Teaching Profession and Learning Outcome in Mathematics in Primary Schools in Esan West Local Government Area of Edo State

The study assessed the imbalances in teaching profession in both public and private Nursery and Primary Schools, Public Secondary schools in Esan West Local Government Area of Edo State to determine the percentage/ ratio of imbalance and its relationship to learning outcome in mathematics at the primary school level. The study employed the descriptive survey research design. The population of the study comprised of all the seventy public and private Nursery and Primary Schools and thirty two public Secondary Schools with six hundred and sixty teachers in Esan West Local Government Area of Edo State. The data generated were analysed using the chi-square statistics. The findings from the study revealed that there was significant gender imbalance in teaching profession in Esan West Local Government Area of Edo State. The worst hit is the public nursery and primary school with an imbalance percentage of 78.87% and 21.13% in favour of female teachers while the private schools have a percentage imbalance of 76.02% and 23.98% in favour of female teachers. The female pupils’ performance in mathematics was better than that of the male pupils. The study revealed that at the secondary school the imbalance was significant at the junior secondary school level and milled at the senior secondary. The study recommended the immediate reversal of the trend of imbalance by employing more male teachers into the public and private nursery and primary schools. This will improve the academic achievement of male pupils in mathematics, hence achieving the best practice in Nigeria education.

Association of Race/Ethnicity and Social Disadvantage With Autism Prevalence in 7 Million School Children in England

The global prevalence of autism spectrum disorder (ASD) has been reported to be between 1% and 2% of the population, with little research in Black, Asian, and other racial/ethnic minority groups. Accurate estimates of ASD prevalence are vital to planning diagnostic, educational, health, and social care services and may detect possible access barriers to diagnostic pathways and services and inequalities based on social determinants of health. To evaluate whether socioeconomic disadvantage is associated with ASD prevalence and the likelihood of accessing ASD services in racial/ethnic minority and disadvantaged groups in England. This case-control prevalence cohort study used the Spring School Census 2017 from the Pupil Level Annual Schools Census of the National Pupil Database, which is a total population sample that includes all English children, adolescents, and young adults aged 2 to 21 years in state-funded education. Data were collected on January 17, 2017, and analyzed from August 2, 2018, to January 28, 2020. Age and sex were treated as a priori confounders while assessing correlates of ASD status according to (1) race/ethnicity, (2) social disadvantage, (3) first language spoken, (4) Education, Health and Care Plan or ASD Special Educational Needs and Disability support status, and (5) mediation analysis to assess how social disadvantage and language might affect ASD status. Sex- and age-standardized ASD prevalence by race/ethnicity and 326 English local authority districts in pupils aged 5 to 19 years. The final population sample consisted of 7 047 238 pupils (50.99% male; mean [SD] age, 10.18 [3.47] years) and included 119 821 pupils with ASD, of whom 21 660 also had learning difficulties (18.08%). The standardized prevalence of ASD was 1.76% (95% CI, 1.75%-1.77%), with male pupils showing a prevalence of 2.81% (95% CI, 2.79%-2.83%) and female pupils a prevalence of 0.65% (95% CI, 0.64%-0.66%), for a male-to-female ratio (MFR) of 4.32:1. Standardized prevalence was highest in Black pupils (2.11% [95% CI, 2.06%-2.16%]; MFR, 4.68:1) and lowest in Roma/Irish Travelers (0.85% [95% CI, 0.67%-1.03%]; MFR, 2.84:1). Pupils with ASD were more likely to face social disadvantage (adjusted prevalence ratio, 1.61; 95% CI, 1.59-1.63) and to speak English as an additional language (adjusted prevalence ratio, 0.64; 95% CI, 0.63-0.65). The effect of race/ethnicity on ASD status was mediated mostly through social disadvantage, with Black pupils having the largest effect (standardized mediation coefficient, 0.018; P < .001) and 12.41% of indirect effects through this way. These findings suggest that significant differences in ASD prevalence exist across racial/ethnic groups and geographic areas and local authority districts, indicating possible differential phenotypic prevalence or differences in detection or referral for racial/ethnic minority groups.

Changes in Physical Activity, Sleep, Mental Health, and Social Media Use During COVID-19 Lockdown Among Adolescent Girls: A Mixed-Methods Study.

To suppress the transmission of coronavirus, many governments, including that of the island of Ireland, implemented a societal lockdown, which included school closures, limits on social gatherings, and time outdoors. This study aimed to evaluate changes in physical activity (PA), mental health, sleep, and social media use among adolescent girls during lockdown. 281 female pupils (12-14y) taking part in the ongoing Walking In Schools study on the island of Ireland self-reported PA, mental health, sleep, and social media use before (September-October 2019) and during lockdown (May-June 2020), via questionnaires. These were supplemented with open-ended structured interviews conducted with 16 girls during lockdown. During the period of lockdown and school closures, pupils tried new forms of PA and undertook PA with family, but there was no significant change in self-reported PA. There was a decline in health-related quality of life and motivation for exercise; however, self-efficacy for walking and happiness with appearance increased. There was no change in sleep quality or social media usage. Despite the many challenges that schools face as they reopen, there is a need to continue to prioritize PA and motivation for exercise to support health and well-being in adolescent girls.

Effect of emotional intelligence on sensitivity to stereotype threat among girls learning to play football

This study assesses sensitivity to stereotype threat among girls learning to play football. It fits precisely in the perspective of works on the reduction factors of this phenomenon. It proposes emotional intelligence as a factor that can reduce sensitivity to this threat; hence the hypothesis: among girls learning to play football, high emotional intelligence reduces sensitivity to stereotype threat more than low emotional intelligence. Specifically, participants’ exposure to an ingroup stereotype of incompetence was expected to impact them differently, depending on their level of emotional intelligence. This hypothesis was tested through an experiment carried out with 61 female pupils attending the Government Bilingual High School of Penka-Michel (Cameroon). That exeperiment was conducted in a natural setting, following the stereotype threat’s experimental paradigm. The results do not support the hypothesis of the study, although it can be observed that the average performance of participants with high emotional intelligence is higher than that of their counterparts with low emotional intelligence (f (1, 61) = 6.79; Ŋ2 = .98; p = .135˃.05; t = .63; p = .532˃.05; M high IE = 3566.67> M low IE = 3433.72). It is concluded that emotional intelligence does not significantly reduce sensitivity to stereotype threat.

Human and Human-Interfaced AI Interactions: Modulation of Human Male Autonomic Nervous System via Pupil Mimicry.

Pupillary alterations in virtual humans induce neurophysiological responses within an observer. Technological advances have enabled rapid developments in artificial intelligence (AI), from verbal systems, to visual AI interfaces with the ability to express, and respond to emotional states of a user. Visual AI interfaces are able to change their physical parameters, such as pupil diameter. Pupillary changes can alter heart rate, however, effects on heart rate variability (HRV) are unknown. HRV, is an autonomic, non-conscious parameter which monitors sympathetic and parasympathetic nervous system (PNS) activity. N = 34 male participants aged between 19–33 were subjected to a number of conditions such as pupil dilation, constriction and blushing. The present research is the first to investigate the effects of virtual human interactions on human HRV. Outcomes of this study were obtained using eye tracking and HRV measurements. Pupil dilation relative to constriction presented in the female virtual partner induced a significant right pupillary diameter increase (p = 0.041) in human observers. Additionally, female virtual partner pupil constriction relative to dilation induced a significant increase in participants’ PNS HRV response (p = 0.036). These findings indicate the ability of a female virtual interaction partner to modulate parasympathetic autonomic functioning in young healthy male humans. This allows first insights into the effects of interacting with virtual AI interaction partners, on human autonomic functioning, and may aid development of future virtual humans, and their implementation into relevant clinical settings.

STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

Longitudinal Analysis of Basic Motor and Functional Abilities of Elementary School Pupils

The aim of the research was to conduct a longitudinal study of motor and cardiorespiratory fitness of 5th to 7th grade elementary male and female pupils in the period from 2005 to 2020. The pupils (1649) were divided into 3 generation groups: the older (2005–2009), the middle (2010–2015) and the younger group (2016 – 2020). There is a noticeable decrease in flexibility among all pupils and grades of younger generations. Results indicate poorer performance of younger gener ation of 5th graders in speed and power. The 7th grade female pupils who were tested in the 2015 – 2020 period, showed a significant decline in all motor and cardiorespiratory fitness compared to the other two generation groups, except for upper body power. Every four years, an evaluation of test results should be carried out so that each Physical Education teacher in a particular school can accurately compare and standardise the obtained values.

An overview on academic stress

Working in a fast-paced environment, solving tough issues, or listening to someone yell at you may all cause stress. It may be caused by disputes, making choices, or generally putting one's skills to the test, or it might occur as a result of many social demands on one's time. Stress and its symptoms, such as anxiety, depression, and burnout, have long been a concern for individuals in many professions and vocations. A basic random sampling method was used to pick the sample. The results of this research show that upper secondary students have a moderate degree of academic stress, despite the fact that sub samples of higher secondary students have a moderate level of academic stress as well. Male students experience more academic stress than female pupils. Academic stress is greater among urban students than among rural students. Academic stress is lower among government school students than among private school students. Academic stress is greater among scientific students than among arts students. Academic stress is greater among kids whose parents are literate than among their peers.

Developing the Phonological Awareness of Pupils with Learning Difficulties: Montessori Activities

This study aimed to explore the impact of Montessori activities on developing the phonological awareness skills of second-grade primary school pupils with learning difficulties and also aimed to examine any academic and developmental difficulties. A qualitative approach with the case study design was used to achieve the study objectives. The study sample consisted of three female pupils, a teacher specialised in teaching learning difficulties, and a primary class teacher. A variety of tools were designed and used: a test to reveal phonological awareness skills, an intervention program based on the Montessori method for developing phonological awareness, observations, interviews, and document analysis. The study showed different results, mainly that Montessori activities provided an educational framework to meet the individual needs for developing phonological awareness skills, a sequential experience of these skills development, and educational opportunities to enhance the understanding of phonological awareness skills. This indicates that Montessori's activities effectively develop phonemic awareness and impact the academic and developmental difficulties of pupils with learning difficulties. In light of these results, some recommendations and suggestions were presented.

Navike u ishrani i status uhranjenosti školske dece u gradskim i seoskim sredinama

Objective. Proper nutrition means satisfying organism's needs for daily intake of energy and adequate amount of nutritional and protective substances which are essential for maintenance of physiological functions of organism and health. The aim of this study was to determine eating habits and nutritional status of school children. Methods. The research was designed as a cross-section study. It was carried out in primary school "Sveti Sava'' in Foča and primary school "Sveti Sava'' in Gacko, branch in Avtovac. The study included 110 pupils aged from 10 to 14 years. As a measuring instrument, anthropometric measurements (height and weight) were used as well as a questionnaire. Results. The questionnaire included primary school pupils of different gender and age. Among the respondents, there were 66 (60%) boys and 44 (40%) girls. Most of the pupils (80,9%) had normal body weight, 48 (43,6%) boys and 41 (37,3%) girls. Among overweight pupils, there was statistically significant larger number of male pupils who were overweight in comparison with female pupils (=8,490; p=0,037). Also, there was statistically significant larger number of overweight pupils from urban environment in comparison with pupils from the rural one (ch2=8,614; p=0,035). Most of the pupils regularly have breakfast (50,9%). There is statistical significance in that larger number of children from urban environment consume fast food daily in comparison with children from rural environments (ch2=10,187; p=0,006). Conclusion. Eating habits of the elementary school children are not satisfying, being reflected in frequent skipping of breakfast, overconsumption of sandwiches, snacks and candies, while healthy foods, such as fish and vegetables are deficient in nutrition.

The Role Of Health-Related Fitness Elements On Some Health Manifestations Among Adolescent Female Pupils:, Field Study For The Municipality Of Laghouat

The Role Of Health-Related Fitness Elements On Some Health Manifestations Among Adolescent Female Pupils:, Field Study For The Municipality Of Laghouat

Depressive Mood and Violent Behaviour among Teenagers: A Gender Dynamic Approach to the Study of Stressor Effects

Numerous studies have shown that the risk of depression in girls and the risk of violent behavior in boys progressively increase during adolescence. However, studies that clearly link the social mechanisms of gender to these results are relatively rare and studies that clearly delve into roots of these phenomena are even rarer still. The aim of this paper is to shed light on the genderization of spaces and life experiences during adolescence and its effect on adolescent mental and behavioral health. The recent scientific literature dedicated to this topic and the results of our own previous research have led us to define our hypotheses and analysis procedures. Concretely, we’ve tested the links between depression and violent behavior in both gender groups separately and we’ve investigated the potential role of gendered stressors and expectations influencing the developmental processes that lead to either depression or violent behaviour. The data used to perform our analysis of male and female pupils halfway through secondary education were drawn from the 2016 Belgian ISRD-3 study (International Study on Self-Reported Delinquency, third wave) we have conducted. Our findings confirm that the stressors adolescents have to face and the significance they assign to them reflect the genderization of symbolic and material spheres (private and emotional for girls, public and competitive for boys). In terms of reaction to these stressors, depressive mood and violent attitude appear interlinked. Male gender norms appear to encourage boys to seek recognition through violent behaviors and to avoid emotional demonstrations. In this gender group, a high score of depression reflects sensitivity to stressors comparable to the female group but also, perhaps, a fear of rejection by peers. Nevertheless, these results must be considered with caution given the rapidly changing nature of the social world as well as the fact that the instruments of measurement can themselves be governed by gender.

Effectiveness of a therapeutic teaching protocol in the treatment of reading difficulties for students of the Arabic-speaking primary

This study is concerned with highlighting the effect of vocal processing skills of vocal awareness and vocal working memory on the development of reading mechanisms and difficulties. The study was conducted on a total sample of 280 male and female pupils in the third, fourth and fifth phases of primary school ages 8-11, among them 50 children with dyslexia who were diagnosed according to a battery of standards that the researcher prepared for this purpose and that respond to the standards Psychometrics to build tests. The study aims to: To ensure the effectiveness of a pedagogical treatment program in developing reading skills for students with dyslexia dependent on phonological awareness activities and phonological working memory and the transition from part to whole gradually. In general, children with dyslexia suffer from a great and persistent difficulty in phonemic representation, in addition to a deficiency in the lower linguistic units in the Arabic language and their use to reach the skills of recognizing the written word by linking between the linear phonemic compatibility of the voice. Our findings support the evolutionary hypothesis of general disability in vocal processing skills and concluded that rhyme awareness appears before vocal syllabic awareness. A child at this level finds difficulty in phonograms with moving sound. Additionally, multiple regression analysis shows that poor vocal memory is the best indication of poor vocal awareness in the Arabic language. Studies also focused on the effectiveness of the proposed program for the treatment of vocal dyslexia in improving the ability to read in general.

Single-sex versus coeducational schooling in 19th-century Victorian public schools

PurposeSoon after its establishment in 1863, the Board of Education – “the body responsible for administering public education in Victoria – determined that a system of universal mixed (coeducational) schooling would be adopted in the colony. Existing single-sex departments were “encouraged”, or compelled, to amalgamate, and no new separate schools were established. Although administrators and officials endorsed coeducation, primarily on the grounds of efficiency and economy, opposition from some teachers and parents persisted for many decades. Those opposed to the mixing of children within the schools expressed particular concern about the moral well-being of female pupils, and wished to protect them from what they perceived as corrupting influences. Nevertheless, once decided upon, the policy of universal coeducation prevailed, and when Victoria's first state secondary schools were established in the early 20th century, they too were coeducational.Design/methodology/approachDocumentary evidence, primarily the records of the various boards responsible for the administration of the public schools, evidence provided to several royal commissions, and various contemporary sources, have been examined to discover how the policy of universal coeducation was developed and implemented, and to examine what arguments were offered in favour of and against such a system.FindingsThe colony of Victoria implemented a system of universal coeducation within the public education sector well in advance of its adoption by other Australian colonies, and before it was generally accepted by similar societies elsewhere. The purpose of this paper is to examine why, how and by whom the policy of coeducation was formulated and implemented, and what opposition it faced.Originality/valueAlthough reference is often made to coeducational schooling in histories of education in the 19th century, the information provided is usually of a general nature, without providing specific information about the process by which separate schooling was superseded by coeducation – how and when one type of educational provision came to be replaced by another.

The Effect of the Landa Model in Achievement to chemistry Subject in the Seventh Class basic of Female Pupils

The Effect of the Landa Model in Achievement to chemistry Subject in the Seventh Class basic of Female Pupils